What you will be able to do
develop a focused compelling question and supporting questions; choose useful source types and record citation details; revise an inquiry plan when evidence changes the investigation
Planning and Conducting an Inquiry
How can a clear plan turn a strong question into a responsible investigation?
Activate what you know
Choose a public topic, such as a community park or state landmark. Write one question about it that cannot be answered with only yes or no
- inquirya planned investigation of a question using evidence
- compelling questiona broad, meaningful question that invites explanation and evidence
- supporting questiona smaller question that helps answer part of a compelling question
- research planan organized guide naming questions, sources, tasks, and a timeline
- evidencerelevant information used to support or challenge a conclusion
- citationinformation that identifies where evidence came from
- reviseto improve a question, plan, or conclusion using new information
1
Break a Big Question into Investigable Parts
A compelling question matters because people may need to explain causes, compare choices, or weigh evidence. ‘Why did the town protect Willow Marsh?’ is compelling because the answer may include environmental, economic, and civic reasons. A question such as ‘Is there a marsh?’ can provide one fact but does not guide a full inquiry. Supporting questions make the work manageable: What land uses appeared on older maps? What flooding data did planners study? Who spoke at public meetings? Which plants and animals live there? Each supporting question points toward useful source types. A map answers location questions better than a biography, while meeting minutes may reveal public reasons and disagreements
2
Conduct the Inquiry Transparently and Revise Responsibly
During research, take notes in your own words and place quotation marks around any exact words. Record the author or organization, title, date, and where the source was found before moving on. Sort each note under a supporting question and label whether it is direct evidence, background information, or a new question. Inquiry plans are guides, not cages. If a historical map shows an unexpected factory near the marsh, you may add a question about industry. If a source does not answer what you expected, do not force it. Revise the question, locate another source, or state that the evidence remains incomplete. Responsible researchers show what changed and why
Question-Source Match
Every supporting question should have at least one realistic source type that could provide relevant evidence
Test the Plan Before Research
Read each supporting question aloud and name a possible source. If no realistic source fits, narrow or revise the question before collecting information
Research Is Not Collecting Every Fact
Useful research selects evidence that helps answer the inquiry questions. Interesting but unrelated facts belong in a separate note, not in the conclusion
Build a Mini Inquiry
Plan an investigation of a fictional town’s decision to add a bus route. Write one compelling question, three supporting questions, a source for each, and a safe two-day work plan
A strong inquiry connects a compelling question to supporting questions, appropriate sources, accurate notes, citations, and a revisable plan. The final conclusion must answer the question with relevant evidence and acknowledge what remains uncertain
Practice and answer guide
Work through all 10 questions. Open an answer only after you have written or explained your response.
- 1. Which is the strongest compelling question? A. How did building the bridge change travel and land use? B. Is there a bridge? C. What color is the bridge sign?
Check answer
How did building the bridge change travel and land use?
- 2. Write two supporting questions for ‘How did building the bridge change the community?’
Check answer
Answers vary. Examples: How did travel time change? Which land uses appeared near the bridge? Who supported or opposed the project, and why?
- 3. Match the question to the best source: ‘Where did the old road run?’ A. a dated historical map B. a poem with no location C. a current lunch menu
Check answer
A dated historical map
- 4. Draw an inquiry flow with five labeled steps from question to conclusion
Check answer
The drawing should include a logical sequence such as compelling question, supporting questions, source plan, evidence notes, and evidence-based conclusion or revision
- 5. What citation details should you record for a web page?
Check answer
Record the author or organization, page title, site title if different, publication or update date, URL, and access date when required by the chosen style
- 6. Why should exact words be placed in quotation marks?
Check answer
Quotation marks show that the wording belongs exactly to the source and distinguish it from the researcher’s paraphrase
- 7. A source reveals an unexpected factory. What should the researcher do? A. consider adding a relevant supporting question B. hide the evidence C. change the source’s words
Check answer
Consider adding a relevant supporting question
- 8. Label each plan item as question, source, or task: ‘Interview the town planner with adult supervision’; ‘meeting minutes’; ‘Why was the route changed?’
Check answer
Task: Interview the town planner with adult supervision. Source: meeting minutes. Question: Why was the route changed?
- 9. Explain why collecting ten unrelated facts does not complete an inquiry
Check answer
An inquiry needs relevant evidence organized to answer its questions. Unrelated facts do not support the conclusion even if they are accurate
- 10. Revise the question ‘What about parks?’ into a focused inquiry question and name one supporting question
Check answer
Example: ‘How have public parks in our town changed during the last twenty years?’ Supporting question: ‘What facilities appear on maps from 2005 and today?’